VOLUME  XXIX    NO. 2             WWW.KENTWEA.ORG                                OCTOBER 2014

Quote of the Month  

 

"One's dignity may be assaulted, vandalized and cruelly mocked, but it can never be taken away unless it is surrendered."

 

- Michael J. Fox

KEA Calendar

 

Representative Council Mtg.
October 23rd, 4:00 pm @ KEA. 

Pizza & Politics October 27th, 4-5:30 pm @ KEA 

 

Executive Board Meeting
October 30th, 4-6:00 pm @ KEA

 

Pre-Retirement Seminar- FULL

Friday night and Saturday, Nov 7-8

 

Workshop Day- November 10th

 

Representative Council Mtg.
November 13th, 4-6:00 pm @ KEA 

 

Executive Board Meeting
November 20th, 4-:600 pm @ KEA 

 

Pizza & Politics
November 17th, 4-5:30 pm @KEA

 

TRS & PERS Workshop (stay tuned)
December 5th

 

Representative Council Mtg.
December 11th, 4-6:00 pm @ KEA

 

Executive Board Meeting
December 18th, 4-6:00

 

Winter Break
December 22nd-January 2nd  

 
Education Counts!


Shared Leave Request

 

Jennifer Wilson, teacher at Ridgewood Elementary is in need of sick leave donations.

 

Would you like to donate sick leave? If you have more than 22 days of sick leave in your account you can! Contact Human Resources for more info.

 

All donations welcome and appreciated!


"In the Loop"

If you are not receiving, but would like to receive KEA email correspondence to your home email, please click here to sign up! 

 

Be sure to visit the KEA website, www.kentwea.org to get updates, training opportunities and other important  information! 


Free Notary Public Service

One of the many benefits of being an KEA Member is that we offer free Notary Public Services. If you would like to take advantage of this great benefit, please feel free to contact the KEA Office and speak with Becky Babcock or Regina Redmond.


KEA Classifieds

Whistler Village Vacation Condo Rental 

 

Whistler Village Vacation Condo for rent Thursday, February 19, 2015 through Sunday, February 22, 2015. The Condo is a one bedroom (Queen bed in the bedroom and sleeper sofa in the the living room) that sleeps 4 at the Cascade Lodge. The lodge is located in the village so you can walk to the chair lifts. The condo has a kitchen. The lodge has a heated pool, work out facilities, multiple hot tubs, and one reserved underground parking spot for your SUV.

 

Asking price for this unit is $500, that includes the $70 housekeeping fee required by this lodge.

 

Interested parties may e-mail me at [email protected] or call at 253-880-2088.

 

__________________________

 


 

 

 

KEA Staff & Governance
 

Cindy Prescott, President
[email protected] 

 

Christie Padilla, Vice President

Northwood Middle School

[email protected]

 

Theresa Turner 
Secretary/Treasurer 
[email protected] 

 

Elizabeth Collins

UniServ Representative
[email protected]

 

Leslie Bedke
UniServ Representative
[email protected]

 

Becky Babcock, Associate

[email protected]

 

Regina Redmond, Associate

[email protected]



Executive Board 
 

Cindy Prescott, President

Christie Padilla, Vice President

Theresa Turner, Secretary-Treasurer

Louise Sargent, Northwood

Zack Stockdale, Kent Meridian

Barbara Landwehr, Kentlake

Lisa Brackin, Mattson

Margerie Heagerty, Cedar Heights



Message from the President:
Understanding Bullies

 

When I first considered what I wanted to write to you about this month, the idea of difficult administrators was in my mind. Many people have experienced the angst of working with a boss who makes a job hard to come to each day. I looked up information about bosses who bully. I was ready to give some steps about how to deal with this in the workplace. And I still will. But the topic got me thinking about what lies beneath the serious situations we may face in the building.

 

Bullies are not just bosses. They may be members of your family. They may even be your colleagues. What causes them to bully?

 

Lack of respect is the underlying theme. Most of us are concerned about being respectful. How does it happen that there are those who aren't? That's the million dollar question. Perhaps a bully's parents didn't stop rude behaviors during childhood. Or adult figures in the bully's life were bullies themselves. Sometimes, people are impatient or feel very strongly they are right but the tactics they use are over the line. There are adults who fail to mature, or lack social skills and there are adults who are manipulative. Intimidating action unfortunately gets results.

 

Here is some additional information from: What is Bullying? Good Therapy.org, written by Roni Weisberg-Ross on June 14, 2010:

 

"Bullying is defined as "an act of repeated aggressive behavior in order to intentionally hurt another person, physically or mentally" (Wikipedia). It is characterized as behaving in a manner to gain power over another person. And it is a form of abuse. I would suggest that if you rephrase the descriptive action from "repeated aggressive behavior" to "taking frustrations out" on those who are weaker or different, bullying becomes a much more commonplace and identifiable act. In fact, it is pervasive. There are adult bullies we can easily identify. Hitler was a bully; racists are bullies. Parents and older siblings have been known to bully. Certainly, gang members bully. But what about those who threaten, shame, or intimidate you into doing things you don't really want to do? It happens to most of us, and when it does, we are being bullied. Even when it comes from a person or institution that you love, respect, admire-your government, your church, your significant other, a family member, a professional colleague. Sometimes there is a fine line between harmless coercion and harmful bullying. But you can feel the difference. You know when you are truly ambivalent and open to being talked into something versus when you are being pressed against your better instincts, wishes, or values. And if you are being bullied by more than one person (i.e. an organization or group), it is even more difficult to stand up for yourself."

 

So what can you do if you feel you are being bullied? First, don't blame yourself. Second, look the person in the eye and assertively tell them you do not like the way you're being treated. The most important thing to do is document and report the behavior to a supervisor.

 

It is difficult to change the behavior of a bully. According to www.bullyingstatistics.org this is because "adult bullies are often in a set pattern. They are not interested in working things out and they are not interested in compromise. Rather, adult bullies are more interested in power and domination. They want to feel as though they are important and preferred, and they accomplish this by bringing others down. There is very little you can do to change an adult bully, beyond working within the confines of laws and company regulations that are set up. The good news is that, if you can document the bullying, there are legal and civil remedies for harassment, abuse and other forms of bullying. But you have to be able to document the case."

 

And if the bully is your boss? We do have many principals in the Kent School District who receive high marks from their staff.  But if you have concerns about this topic, talk with a trusted friend or family member, and document your concerns. And then contact KEA. We work closely with the district to address these critical issues. Your work environment should not be intimidating or depressing.


 

Cindy Prescott


 

                 TOGETHER, WE MAKE A DIFFERENCE                    

Salary Scale

  

If you think you're ready to move up on the salary scale due to the number of credits/clock hours you've accrued, please double check with Human Resources to make sure they agree with your number. If you are ready to move up, your new salary amount will be on your October pay warrant, along with retroactive compensation at the new rate from the beginning of the 2014-15 school year.

 

Changes in Certification Renewal

Beginning with the 2014-15 school year there are a number of changes related to certification renewal requirements that certificated members need to be aware of for planning purposes.


Change is continuous in the K-12 education licensure world. In the last 15-20 years Washington has moved from a single-tiered system to our existing two-tiered system (Residency/Professional). This requires passing the Pro-Teach assessment to gain the Professional Certificate. Below are brief descriptions of recent changes and direct links to the most up-to-date information. Please check it out today. Failing to renew or maintain your license now could result in being unable to renew it for five years.members need to be aware of for planning purposes.


As always, National Board certificated teachers/ESAs automatically receive a Professional Certificate for the duration of the National Board certificate and its renewal.

Licensure changes that are now coming into effect:

  • Professional level certificates issued after Sept. 1, 2014, for teachers, administrators, school counselors and school psychologists can now only be renewed by completing four annual Professional Growth Plans (PGPs) during the five-year validity dates of the certificate.
  • The four options for certificate renewal remain for teachers, school counselors and school psychologists who hold professional level certificates issued prior to Sept. 1, 2014.
  • Continuing level certificate holders continue to have four options for renewing the certificate. 

There also is a new STEM requirement for some certificate holders. The Professional Educator Standards Board (PESB) will be issuing initial rules at their September meeting. These new requirements from the Legislature will not have to be completed until the 2019 school year.  PESB has a specific website that contains helpful information and updates to the Washington licensure system.

Update on KEA Advocacy 

 

We're listening to your concerns! We always start with bringing your concerns to the district with a desire to problem solve. Recently, we were able to solve two would-be grievances before the process started. However, if we cannot agree on a solution or on what contract language means, the next step is clarification by way of a grievance.

 

Usually, a grievance is resolved during the grievance process with continued problem solving between the two parties. We have been successful in resolving several grievances in this way.

 

KEA leadership has been busy lately with several issues we've taken to the grievance process. We are in the middle of grievances on class coverage pay for elementary employees and for summer classroom moves. We've also written a grievance clarifying when a long term substitute assignment becomes a leave replacement assignment.

 

In addition, we have just started a grievance on covering for an unfilled assignment in a non-emergency situation.

 

We will keep you updated on these current grievances!

 

 

To all of the volunteers who helped at the General Membership Meeting this month!
 

Bryan Getchell

Karen Roberts

Bonita Webb

Chase Parsley

Camille Yuasa

Christie Padilla

Christine Lyons

Theresa Turner

Elaine Posey

Julie Hagen

Carol Margitay-Shervy

Daniel Woods

Natalie Bachman

Calvin Yee

Joyce Bashford

Nicole Harris

Cathy Jones

Ron Webb

Penny Ackerson

Deborah Taylor

Elizabeth Thompson

Tim Martin

Alyssa McCaslin

Elaine Inaba


 

Contract Corner

 

Dear Contract Corner:

 

I notice that on Monday, November 10th, we have 
a Workshop Day, but on Tuesday, November 11th, there is no school due to Veteran's Day.  Can I just use a Personal Day for Monday and have a 4-day weekend?

Excited for Vacation

 

 

Dear Excited:

 

I'm sorry to rain on your parade, but you are not going to be able to use a personal day for Monday, November 10, for a couple of reasons. In Article V, Section 2, of the contract, it states that no Discretionary Leave will be granted just before or after a holiday.  Since the next day is Veteran's Day, your request for Discretionary Leave won't be approved. 

 

But more importantly, you are already being paid for the Teacher Workshop Day on November 10th, as well as all Teacher Workshop Days this year.  In Article VI, Section 4, of the contract, it states that
"Workshop Days are deemed done and annualized over a 12 month period; however, if an employee is absent on a workshop day then compensation will be deducted from the employee's pay warrant in the month following the missed day. Sick leave may only be used on workshop days with approval from the Director of Employee/Labor Relations. A doctor's note may be required."

So, unless you want money taken out of your paycheck, I recommend you show up for work on November 10th!

Sincerely, 

 

Contract Corner

Hot Deals and Discounts from NEA Member Benefits

NEA Click & Save "Buy-lights" for November 2014

 

NEA Click & Save, the online discount buying service for NEA members, highlights select retailers and merchants each month. Check out these featured "Buy-lights" for November-just in time for holiday entertaining and gift-giving!
 

Click and Save specials:
 

Kmart
Omaha Steaks

Land's End

Sears Applicances

Discount Contact Lenses

Movie Tickets and More!

 

 

Visit WWW.NEAMB.COM for more info!


 

What Is It That Music Teachers Do?


By Michael Kerstetter


 

Several years ago, it was my privilege to write a grievance for myself for doing an excessive amount of outside, principal-directed duty.  As the hearing began, Chuck Lind, ex-KSD legal counsel, decided to cut directly to the heart of the matter and said, "Mr. Kerstetter, what is it that music teachers... DO?"  It was a question I wasn't prepared for, so I answered something like, "I teach Music."  Profound, yeah; but true, if understated.  So, when I was asked to write this article, that scene came immediately back to me and I get a second chance to answer.  So, in saying, "I teach Music," I am not doing justice to the phrase.  Allow me to explain...


 

Just as every teacher combines and integrates subject matter, so do music teachers to a very high degree (and I'm talking about Elementary General Music teachers here and not speaking for secondary teachers or for instrumental music teachers).  First of all, I teach seven grade levels, K - 6, and the scheduling of these can be absurdly haphazard: Sixth followed by Kinder, followed by 4th, then first, etc.  Every grade level requires at least some different planning and resources.  Music, in some instances being a virtual repository of contemporary thought, needs to be taught with an age-appropriate history of the era, sometimes with the politics or social circumstances of that era spelled out. Language needs to be taught, whether it is the Italian that is used for musical terms or the language that songs use.  Math is inherent in music, from the counting to the subdivisions of notes and time is of the essence.  For the youngest students, teaching how to be in a classroom other than their regular room can be daunting and without containment devices (desks), management for all grades can be at least different, if not extremely difficult. 20634


 

Music is an abstract construct; a language unto itself and a means of communication both primal and sophisticated, so I teach children how to think in a directed abstract way that enables both concrete thought and creativity.  Further, I find ways to assess all of that and to eliminate as much subjectivity as possible.  I design my own curriculum.  I use sophisticated technology when I can and other times I have children hit pieces of wood with sticks.  I write songs that need to be written, and change music whether it needs it or not.  I arrange music for vocal and instrumental groups, rehearse those groups and have them perform in public.  I set up and take down PA systems and amplification systems; move choral risers and pianos, design and facilitate student art for plays and programs, coordinate all aspects of musicals on a very tight time budget.  I do evening performances and concerts planned and coordinated with other schools and design and print programs for these events.  I have had every manner of performance group known, from steel drum ensembles to choirs, large and small.  I put a lot of pressure on students and I expect miracles and I'm rarely disappointed.  I teach Music.


Misconceptions of Student
Growth Goals 

By Christie Padilla 

 

As our district navigates through the process of implementing the new teacher evaluation system, we have had several questions regarding the Student Growth components on the State 8 Criterion evaluation system.  It appears that there is some misinformation or misinterpretation regarding the evaluation of student growth. 
Hopefully, this article will help clarify some of these confusing or mixed messages that teachers are receiving during their evaluation process.

 

Criterion 8.  Student Growth Component 8.1:  There is information circulating that 8.1 is all about writing a group goal and the results of that goal are what teachers are being rated on in their evaluations.    This is inaccurate and/or incomplete information.  Teachers do have to write a collective goal, but Criterion 8 is about a teacher's personal responsibility to contribute to a collaborative process focused on improving teacher practice and student growth.  Evidence that would indicate collaborative work would be what principals would use to determine placement on the rubric (such as scripting collaboration time, observing PLC time to hear the conversations, seeing that common assessments are being implemented that are linked to the group goal, along with other evidence).  This would be the same type of evidence a teacher might use to demonstrate collaboration (such things as examples of group assessments or lessons plans, minutes from PLC's, discussion on how data was used by the group to determine targets, as well as other evidence).   The results of the group goal are not part of the evaluation. 

 

Student growth components  3.2 and 6.2:    Some principals are stating that teachers must produce a SMART goal with the "M" required to be a percentage.  In reality, the "M" in the SMART goal is already available in the differentiation of quality in the rubric.  (none, some, most, all or nearly all).  There is a reason that the terms are vague: to provide an opportunity to allow the teacher and principal to have reflective conversations based on the specific context of the classroom including the unique needs of the students.  A goal that states that most students will demonstrate growth using a pre and post-assessment is an example of an appropriate growth goal.  

 

Some of the confusion may be about the Letter of Agreement between the District and the Association regarding student growth. It already contains how many students in a particular group have to make GROWTH, not at the grade level or SBAC passage rates, but GROWTH between two points in time. Your goal may be for most students to make growth. The actual percentage of students who make growth will determine your score on the student growth portion of your evaluation.

 

For groups of ten or more students:
 

Distinguished: 80-100%   Proficient: 51-79%    Basic: 25-50%    Unsatisfactory: 0-24%


 

For groups of nine or fewer students:


 

Distinguished: 67-100%    Proficient: 50-66%    Basic: 25-49%    Unsatisfactory: 0-24%

 

Another area that seems to be providing different messages is related to setting the goals.  In some cases, principals are requiring that the goals be a September to June goal.   The rubric states that the growth must occur during "two points in time."  Teachers first decide on a goal that is substantial and rigorous for their students. Then they determine an appropriate length of the unit for reaching the goal.  It may be six weeks, three months, or any other timeline determined by the teacher.   

Also related to setting the goals . . .   It appears that there are groups being told that once a goal is established, it cannot be changed, even though part of the indicator language in the goal setting is identifying data to monitor, adjust and evaluate achievement of goals.    The most authentic process around this would be ongoing discussions between a teacher and principal.  


 

Of course, when any new system is implemented, there are bugs to work out. Please let us know if you have additional questions by contacting Christie Padilla, KEA Vice President, by emailing me at [email protected]





Find your employee ID & Win!

Read carefully this month and if you find your employee ID number hidden within this edition, call KEA, 253.852.1350 by Friday, October 31st to claim your gift card!

 

If the employee ID number is not found and claimed, the gift card amount will accumulate throughout the year. The employee ID number for September was not found. 

 

This month's gift card will be $50....so read carefully! 



 
10427 SE 244th Street Kent, WA 98030 /Phone: 253.852.1350/ Fax: 253.854.5404 www.kentwea.org  
 
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